In this Masterclass on Induction, we will cover the following points: * Preparation for taking a student * Process of taking a student * Reviewing Student placement application and the initial meeting. * Setting up an induction plan. * Setting the scene for your students – boundaries and expectations. To register for this session please use the link below: Practice Educator Masterclass – Induction
These masterclasses are online events from the partner agencies in the Greater Manchester Social Work Academy, supporting the professional development of our Practice Educator community in Greater Manchester. In this masterclass we will cover: To revisit principles of holistic assessment To explore report writing including preparing to write the report To share good practice To undertake CPD which can be used as evidence for SWE registration To register please use the link below: Practice Educator Masterclass – Holistic Assessment and Report Writing
This session will be presented by Elize Freeman and Rebecca Zerk from Aberystwyth University/ Dewis Choice – The Centre for Age Gender and Social injustice, for the Greater Manchester Social Work Academy. The session will cover: – Key concepts and definitions of coercive control. – How aging and later-life circumstances contribute to vulnerabilities – Specific forms of coercive control affecting older adults, such as financial abuse or restriction of social connections. – The psychological and emotional impact of coercive control on older individuals. – Recognising and addressing coercive control in later-life relationships. To register, please use the link below: Coercive Control in Later Life
Presented by Beth Hudson and colleagues from Wigan Council for the Greater Manchester Social Work Academy. This session will look to cover the importance of adopting a trauma informed approach to working with children and young people who have been impacted by domestic abuse. It will consider the impact of domestic abuse on children and young people, tools to support effective intervention and how to best understand their lived experience Register by using the link below Trauma informed approach to practice with children
This is a face to face workshop that is part of the Greater Manchester Social Work Academy (GMSWA) Practice Education Training Programme. On completion of the GMSWA online course please book on to one of our workshop to fully complete the training. N.B you must complete your online training (Me Learning) before attending a workshop and bring your accompanying workbook to the session. This workshop will take place at Stopford House, Stockport Booking is through ME Learning on completion of the on-line content
Overview of the PCF and SWEPS and how to demonstrate values and ethics when assessing a student’s capabilities. Register by using ONE of the links below Link 1 Link 2 Link 3
A focus on preparing to carry out an observation of your student/ learner. The importance of taking a collaborative, reflective approach to observing practice. How to use supervision to prepare for the observation and providing meaningful feedback to inform practice. Register by using ONE of the links below Link 1 Link 2 Link 3
This is a face to face workshop that is part of the Greater Manchester Social Work Academy (GMSWA) Practice Education Training Programme. On completion of the GMSWA online course please book on to one of our workshops to fully complete the training. N.B you must complete your online training (Me Learning) before attending a workshop and bring your accompanying workbook to the session. This workshop will take place at Castle Hill Centre, Bolton Booking is through ME Learning on completion of the on-line content
Support students preparing for or on placement to understand their role in supervision and how to use supervision effectively to aid their development. Register by using ONE of the links below. Link 1 Link 2 Link 3
Supporting Practice Educators preparing to welcome students to their team Register by using ONE of the links below Link 1 Link 2 Link 3
Dr Dharman Jeyasingham and Dr Julie Morton (Social Work Education, 38 (5), pp 563-575)
Abstract
This article presents findings from a study which explored the everyday ways race works on social work programmes in England. The study focused on how race was spoken about and conceptualised, how people were categorised and ordered according to race and the social interactions where race was understood by participants to be significant. Semi-structured interviews were conducted with eight social work lecturers and nineteen black social work students at two universities in England, to explore the following topics: classroom-based and practice learning, assessment and feedback, interactions between students and between students and educators, and university and practice agency cultures. Data were analysed using thematic analysis and the following themes identified: the routine interpellation of black students and communities in terms of absolute cultural differences, black students’ everyday experiences of marginalisation, hostility and othering, and the racialisation of black students in judgements made about their academic and practice performance. The article concludes that social work education must engage more deeply with contemporary theorisations of race and culture, and that social work educators need a reflexive understanding of how notions such as diversity, equality and universal academic standards are put into practice in ways that marginalise and devalue black students.
Link to Research Article:
https://usir.salford.ac.uk/id/eprint/64217/?template=banner
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Dr Dharman Jeyasingham, The British Journal of Social Work, Volume 49, Issue 3, April 2019, Pages 559-576, https://doi.org/10.1093/bjsw/bcy077
Abstract
Agile working (flexibility around practitioners’ roles and the location and time of work) is increasingly common across local authority social work in the UK but there is little evidence about the practices it entails, with the small amount of existing research concerned largely with its impact on office environments. This article presents findings from a qualitative exploratory study of eleven social workers’ practices and experiences when engaged in agile working away from office spaces. Data were generated through practitioner diaries, photographs elicited from practitioners and semi-structured interviews, and were analysed using a grounded theory approach. The study found practitioners engaged in agile working in a wide range of domestic, leisure and formal work environments across the public–private continuum. This gave them superficial control over how they worked, in particular the freedom to work in solitude and establish distance between themselves and perceived demands from service users and other practitioners. However, agile working also involved a wider range of material practices and affective experiences for practitioners. These changes provoke questions about data security, increased visibility and unanticipated encounters in public spaces, and the shifting relationship between information-management work and elements of practice involving face-to-face interaction with others.
Link to Research Article: Seeking Solitude and Distance from Others: Children’s Social Workers’ Agile Working Practices and Experiences beyond the Office | The British Journal of Social Work | Oxford Academic (oup.com)
Dr Dharman Jeyasingham of University of Manchester was the lead the ESRC funded project “Becoming agile in local authority children’s safeguarding social work services: examining organisational and individual change in public sector social work”. Details on this project can be found here: GtR (ukri.org)
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Bellamy, C. Struthers, M and Green, L (2023) Cited in Bows, H. (ed) Not Your Usual Suspect: Older Offenders of Violence (Feminist Developments in Violence and Abuse), Emerald Publishing limited, Bingley, pp. 105-119 https://doi.org/10.1108/978-1-80071-887-620231008
Abstract
Drawing on empirical research which incorporated biographical interviews with two older male perpetrators, this chapter develops theoretical conceptualisations of the histories, experiences and motives of these men. Four key areas are highlighted, which will be subject to closer scrutiny in relation to extant literature: (i) gender, particularly notions of masculinity, power and entitlement; (ii) attitudes relating to the use of violence both within intimate relationships and generally (iii) critical junctures in the life course which triggered attempts to desist; and (iv) an exploration of maturation and completion of treatment programmes in relation to their use of violence, future risks and efforts towards desistance.
Link to Research Article: Not Ageing Out of Violence? Older Men's Biographical Narratives of Their Abuse and Violence in Intimate Relationships With Female Partners | Emerald Insight
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Kirlew MI, Lord H, Weber J (2020) Exploring health and social care professionals’ initial perceptions of caring for trans patients. Nursing Standard. doi: 10.7748/ns.2020.e11383
Link to Research Article Resource: https://journals.rcni.com/nursing-standard/evidence-and-practice/exploring-health-and-social-care-professionals-initial-perceptions-of-caring-for-trans-patients-ns.2020.e11383/abs
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